Transitional knowledge in the acquisition of concepts |
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| Institution: | 1. Division of Vascular and Interventional Radiology, University of Texas Southwestern Medical Center, 5959 Harry Hines Boulevard, Dallas, TX 75235;2. Department of Radiology, University of Texas Southwestern Medical Center, 5959 Harry Hines Boulevard, Dallas, TX 75235;3. Vascular and Interventional Radiology, Cleveland Clinic, Cleveland, Ohio;4. Gastroenterology and Hepatology, Cleveland Clinic, Cleveland, Ohio;5. Transplant Surgery, Cleveland Clinic, Cleveland, Ohio;6. Solid Tumor Oncology, Cleveland Clinic, Cleveland, Ohio;1. Department of Oral Surgery, Faculty of Dentistry, Naresuan University, Phitsanulok, Thailand;2. Department of Anatomy, Faculty of Medical Science, Naresuan University, Phitsanulok, Thailand;3. Department of Anatomy, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand;1. Departments of Genetics and Ophthalmology, Harvard Medical School, Boston, MA 02115, USA;2. Howard Hughes Medical Institute, Harvard Medical School, Boston, MA 02115, USA;1. Department of Neurophysiology and Chronobiology, Institute of Zoology, Jagiellonian University, Gronostajowa 9, 30-387 Krakow, Poland;2. Department of Anatomy and Cell Biology, 468 Medical Science Building, The Schulich School of Medicine, University of Western Ontario, London, Ontario N6A 5C1, Canada;1. Beijing Tongren Eye Center, Beijing Tongren Hospital, Capital Medical University, Beijing Ophthalmology & Visual Science Key Laboratory, Beijing 100730, China;2. Department of Ophthalmology Teaching and Research Section of Wei Fang Medical University, Weifang 261053, China;3. Plastic Surgery Research Center of Wei Fang Medical University, Weifang 261053, China |
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| Abstract: | These studies explore children's conceptual knowledge as it is expressed through their verbal and gestural explanations of concepts. We build on previous work that has shown that children who produce a large proportion of gestures that do not match their verbal explanations are in transition with respect to the concept they are explaining. This gesture/speech mismatch has been called “discordance.” Previous work discovered this phenomenon with respect to 5- to 7-year-old children's explanations of conservation problems. Study 1 shows: (1) that older children (10 to 11 years old) exhibit gesture/speech discordance with respect to another concept, understanding the equivalence relationship in mathematical equations, and; (2) that children who produce many discordant responses in their explanations of mathematical equivalence are more likely to benefit from instruction in the concept than are children who produce few such responses. Studies 2 and 3 explore the properties and usefulness of discordance as an index of transitional knowledge in a child's acquisition of mathematical equivalence. Under any circumstance in which new concepts are acquired, there exists a mental bridge connecting the old knowledge state to the new. The studies reported here suggest that the combination of gesture and speech may be an easily observable and significantly interpretable reflection of knowledge states, both static and in flux. |
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